The integration of digital technologies into teaching and learning systems represents a major paradigmatic shift, redefining contemporary pedagogical and orthopedagogical practices. It enables broader access to diverse, high-quality educational resources tailored to the heterogeneity of learners and their specific needs. In this dynamic, technology becomes a lever for innovation, differentiation, and inclusion (Maubourguet, 2017).

This study explores the impact of educational technologies on orthopedagogical practices in reading remediation among primary school students with learning difficulties.
It adopts a quantitative approach through a questionnaire distributed to special educators, aiming to analyze how digital tools are incorporated into their interventions, the types of reading difficulties encountered, the professionals’ tool preferences, and their perceptions of both the benefits and challenges associated with digital remediation.

The results reveal, on the one hand, the positive impact of thoughtfully integrated digital tools in reading remediation: enhanced resources, individualized support, improved progress monitoring, and increased student motivation. The tools used (reading assistance software, speech recognition features, text-to-speech converters, interactive platforms, etc.) actively help restore learners’ confidence in their abilities while re-engaging them in learning activities they previously avoided. On the other hand, the study highlights persistent challenges, particularly the unequal access to digital devices—a major obstacle in many Lebanese schools and families—thereby limiting the full potential of these technologies.

This research proposes concrete avenues for improvement: providing continuous professional development for orthopedagogues in digital tool usage, improving access to technology in schools, and structuring inclusive pedagogical practices around digital innovation. It underscores that the thoughtful integration of educational technology in orthopedagogical intervention is not merely a modernization of practice, but a vital approach to making education more equitable, personalized, and inclusive.

Keywords: Digital tools, orthopedagogical approach, adaptation, remediation, technology, learning difficulties, reading, inclusive practice.